Social Integration of Students with Autism in Inclusive Settings

By E. Boutot, Diane Pedrotty Bryant, Amanda Boutot. Education and Training in Developmental Disabilities, 2005

113 citations recorded by the source corpus.

Students with autism are increasingly being placed in general education “inclusion” settings for the purpose of improved social integration. This article presents information on the social integration of ten students with autism in elementary inclusive settings. The purposes were to describe three social integration constructs of students with autism in inclusive classrooms, including their acceptance (social preference), visibility (social impact), and membership in a peer group (social network affiliation) and to identify the extent to which severity of autism characteristics contributed to these social integration constructs. Results suggest students with autism in inclusive settings are as accepted, visible, and members of peer groups, as well as both their peers without disabilities and those with other disabilities. Post hoc observations revealed further factors that may impact these constructs as well.

Subfields: Clinical Psychology, Cognitive Neuroscience, Safety Research

View Paper: https://www.semanticscholar.org/paper/90e212e836d4c1edb78ef685a4609f952a23239c

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Citations in the corpus

Supporting Students With Severe Disabilities in Inclusive Schools (2015, unknown): “…& Wakeman, 2008; Dessemontet, Bless, & Morin, 2012; Kurth & Mastergeorge, 2012), communication (Foreman, ArthurKelly, Pascoe, & King, 2004), social (Boutot & Bryant, 2005; Carter, 2011; Fisher & Meyer, 2002), and self-determination (Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little, 2012;…”
Loneliness, friendship quality and the social networks of adolescents with high‐functioning autism in an inclusive school setting (2010, background): “Students with autism were considered to be members of a very definite group, with the same frequency as students without disabilities (Boutot and Bryant, 2005).”
Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders (2012, background): “For example, Boutot and Bryant (2005) reported on the peer nomination ratings of 177 elementary school students, including ten students with ASD who were educated in regular education classrooms.”
The nature of friendship in children with autism spectrum disorders: A systematic review (2014, methodology): “This result contrasted with the conflict level measured using the FQS that suggested no significant difference across children with ASD and typically developing children.”
Effective Educational Inclusion of Students on the Autism Spectrum (2011, unknown): “A recent study followed students with autism in second to fifth-grade inclusive classrooms and evaluated their status on three domains: social preference (or social acceptance by peers), social impact (visibility within the classroom), and social networks (peer group; Boutot and Bryant 2005).”
Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting (2010, background): “An absence of academic goals can result in more restrictive placements with less access to the general education curriculum and diminished contact with typical peers and experiences (Boutot & Bryant, 2005; D. Fisher & Frey, 2001; Taylor, 2004).”
Being part of the peer group: a literature study focusing on the social dimension of inclusion in education (2009, background): “Boutot and Bryant (2005) give a precise definition of social integration.”